Term

Fall 2019

Capstone

Restricted Capstone Project

Degree Name

MAT

Facilitator(s)

Patty Born Selly

Content Expert

Heather Craig

Abstract

Research indicates that the population of newcomer English language learners in the United States is growing rapidly. Newcomers are students who are new to the country and often arrive with little to no English proficiency, as well as other factors affecting their engagement and English language development. With the arrival of these learners comes additional challenges for mainstream classroom teachers. These challenges were the motivating factor for this project and lead to the following question How can Elementary teachers engage newcomer English language learners (ELLs) in their classrooms, while incorporating EL best practices and fostering English language development? In designing the project, the author takes key components from the literature review and writes with the mainstream teacher in mind. The project consists of a professional development session which addresses three major themes: the brain in regards to trauma and language acquisition; previous education and first language; and best practices for engagement and English language development. The project was designed using the Transformative Language Theory (Mezirow, 2000), as well as the Theory of Andragogy (Knowles, 1984, 1992).

Project Type

professional development

Keywords

the brain in regards to trauma and language acquisition; previous education and first language; and best practices for engagement and English language development.

dc_type

text

dc_publisher

DigitalCommons@Hamline

dc_format

application/pdf

dc_source

School of Education Student Capstone Projects

COinS